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Vermunt's learning styles and its implication to the teaching-learning activities of the speech language pathology students of Cebu Doctors' University.


Methusella G. Antawan,
Amabelle M. Lim,
John Raymund R. Medrano,
Louise Irene T. Ramones,
Angelique Grace O. Sanders,
Maria Fe F. Abejar

Related Institution

College of Rehabilitative Sciences - Speech-Language Pathology - Cebu Doctors' University

Publication Information

Publication Type
Thesis Degree
Speech-Language Pathology
Publication Date
November 2018


   This study aimed to identify the learning styles of Speech-Language Pathology (SLP) students of Cebu Doctors' University (CDU) and its implication to the teaching-learning activities of the SLP courses for the Academic Year 2017-2018. The research study was conducted in Cebu Doctors' University. The study utilized a descriptive cross-sectional survey method. This research includes eighty (80) students from the third year to fifth year of the SLP program for the second semester of the Academic Year 2017-2018. A survey using Vermunt's Inventory of Learning Styles created by Jan D. Vermunt, copyrighted in 1994. A document analysis of the CDU SLP course syllabi was conducted to gather the different teaching-learning activities (TLA) used in each of the courses.

   Based on the gathered data, majority of the respondents were females (62, 78%) and the minority were males (18, 22%). Furthermore, the bulk of the respondents were fourth year students (37, 46%), followed by third year students (28, 35%), and lastly, fifth year students (15, 19%). The results revealed that females were dominantly undirected learners while males were meaning-directed and reproduction-directed learners. Moreover, the third year students were noted to be reproduction-directed learners whereas the fourth year and fifth year students were undirected learners. The data showed that bigger bulk of the respondents (28.8%) were undirected learners. The frequently used TLA were inter class discussions, small group discussions, written examinations and focused reading.

   Based on the results, it was found that learning styles differ across gender and year level. In addition, the most frequently used teaching-learning activities employed by the SLP facilitators were not aligned with the dominant learning style of the respondents. Furthermore, the Teaching-Learning Activities of the course were not aligned with the respondents' learning styles. The researchers recommend consideration of other variables such as external factors that can affect the student's learning style. Furthermore, it is recommended to incorporate the syllabi from the courses Research 1, 2, and 3 and Clinical Practicum 1 and 2 for further in-depth analysis of the TLAs.


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LocationLocation CodeAvailable FormatAvailability
Cebu Doctors' University - Main Library U14 V593 2018 Fulltext Print Format

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